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DECS Learner Wellbeing Framework

f o r b i r t h t o y e a r 1 2

W E

E B I

L L N G

ContentsIntroduction 3

Rationale 3

Purpose 3

DECS Learner Wellbeing Framework for birth to year 12 4

Dimensions of wellbeing 5

Influences on wellbeing 6

Domains of practice 7

What is inquiry? 8

Why inquire? 8

What are the implications for practice? 10

What are the links to South Australian Curriculum Standards and Accountability

(SACSA) Framework? 12

Connections and coherence 12

How do we know we are making a difference? 13

References 14

AcknowledgmentsThe DECS Learner Wellbeing Project Steering Committee comprised of:

Sherry Thompson, Executive Director, Early Childhood and Statewide Services

Sherylee Dawe, Manager, Learner Wellbeing Project

Helen Wildash, Director, Learning Improvement and Support Services

Italia Parletta, Lecturer, Early Childhood, TAFE SA

Julienne Muirhead, Director, Warradale Kindergarten

Steve Adams, Principal, Mitcham Primary School

Paul Wilson, Principal, Christies Beach High School

Greg Petherick, Director, East District

Alan Green, Director, Accountability and Strategic Futures

David Rathman, Executive Director, Aboriginal Education and Employment Strategies

Margot Foster, Manager, Learning to Learn Project

Sue Weir, Student Inclusion and Wellbeing Manager, Riverland District.

The invaluable contribution is acknowledged of the following groups to the development of the DECS Learner Wellbeing Framework

for birth to year 12:

Learner Wellbeing Project Matrix Team

Learner Wellbeing Project Reference Committee

DECS District Student Inclusion and Wellbeing Managers

Learner Wellbeing Project Critical Friends and

2006 Learner Wellbeing Project Inquiry Sites (see website for complete lists of members).

Particular thanks to the Learner Wellbeing Project Team:

Victoria Buchanan

Gaynor Quinn

Inara Gehling

Robyn O’Dea

Jan Warren

Brenda Hosking-Brown.

Through the input of all these groups, across all levels of DECS, including learners, parents and agency partners, the DECS Learner

Wellbeing Framework for birth to year 12 is both theoretically sound and grounded in practice.

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indicates that further information is available on the Learner Wellbeing website:

www.schools.sa.gov.au/schlstaff/pages/learnerwellbeingprojectW

Inquiryquestions from sites

Quotefrom

literaturereview

Findingsfrom sites

Every attempt has been made to tracethe copyright holders. If you have anyinformation, please contact the DECSLearner Wellbeing Manager.

National Library of Australia

Cataloguing-in-Publication entry:

DECS learner wellbeing framework for birth to year 12.

Bibliography.

ISBN 9781921233043.

ISBN 1 921233 04 4.

1. Students - Health and hygiene -South Australia. 2. Students - Mentalhealth - South Australia. I. SouthAustralia. Dept. of Education andChildren’s Services.

371.71099423

© 2007, The State of South Australia,Department of Education andChildren’s Services

Produced by Office of Early Childhoodand Statewide Services, Level 5, 31 Flinders Street, Adelaide, SA

Edited by Infoquest Pty LtdDesigned by She Creative Pty LtdPrinted by fivestargrafex

ISBN 978 1 921233 04 31 921233 04 4

R4929/2

The DECS Learner Wellbeing Framework for birth to year 12 is the

outcome of an extended inquiry, involving sites, Central and District

offices and partners, including families, other agencies and experts.

A forum for leaders was held in 2004 to generate views about a framework for learner wellbeing and a working

paper entitled Wellbeing is central to Learning (DECS 2005a) was then developed by the DECS Learner Wellbeing

Matrix Team for broad circulation in 2005. Responses to the working paper were used to construct a draft

framework, entitled Towards a Learner Wellbeing Framework for birth to year 12 (DECS 2006). During

2006, 53 sites and clusters of sites used the draft to guide their own inquiries into a locally relevant

aspect of learner wellbeing.

This framework is a summary of current knowledge about learner wellbeing that is strongly

grounded in local practice. It has been developed to support sites from child care to senior

secondary schools to take an inquiry-minded approach to the improvement of wellbeing for

all learners, beginning with a particular focus in Site Learning Plans in 2007.

DECS Learner Wellbeing Framework for birth to year 12

www.schools.sa.gov.au/schlstaff/pages/learnerwellbeingproject

3

Introduction>

The strong and mutual interconnection between wellbeing and learning has meant that learner wellbeing has

always been an integral part of educators’ work. The influence of continuous and rapid change upon today’s

learners and the consequent complexity of their lives require educators to inquire into new ways of working that

support the wellbeing and learning connection. The DECS Learner Wellbeing Framework supports educators

to build upon and improve on current effective practice through the use of an inquiry approach.

Consistent with the Declaration of the Rights of the Child (United Nations 1959) and the Adelaide Declaration

on National Goals for Schooling in the Twenty-first Century (MCEETYA 1999), the DECS Statement of

Directions 2005–2010 (2005b) identifies wellbeing and learner engagement as key directions for educators:

‘Staff in all sites…play an important role in fostering engagement and wellbeing so that each child and student

is able to achieve their best and enjoy their educational experience’ (p. 8).

One target in the DECS Statement of Directions, under Goal 3: Wellbeing and engagement, is to ‘develop and

implement a Learner Wellbeing Framework for birth to year 12 by the end of 2007’ (p. 8).

Rationale

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The DECS Learner Wellbeing Framework is designed to support the development and improvement of the

wellbeing of all learners by:

• promoting a common understanding, consistent approaches and shared commitment to the development

of learner wellbeing

• providing a strategic framework that connects and makes coherent a range of initiatives, projects, policies

and practices, including the South Australian Curriculum Standards and Accountability (SACSA) Framework

(DETE 2001)

• providing a tool that can be used to map, audit and strengthen site and educator capacity to support

and improve the wellbeing of all learners

• encouraging the participation in an inquiry approach to the improvement of learner wellbeing of all site

community members: leaders, educators, learners, parents and other partners

• assisting sites to identify learners whose wellbeing may be at risk and allocating appropriate support

• promoting collaborative and cross-agency pathways of support to improve wellbeing.

Purpose

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Educators

All people working with

children and students

in care and education

settings.

Families

includes parents, care-

givers and extended

family members.

Framework

An overarching policy

direction; a blend of

principles, beliefs and

policies that broadly

set the boundaries for

consistent and appro-

priate action at all levels.

Learners

Children and students

from newborns to adults

re-entering education.

While educators are also

learners, the focus of this

Framework is on children

and students.

Principles• Wellbeing is central to learning and learning is central to wellbeing.

• Educators make a positive contribution to learner wellbeing.

• Wellbeing is built on the strengths of individuals, groups andcommunities working together.

Wellbeing is integral to the learning process. A learner will engage readily with learning when in an optimum

state of wellbeing. There are learned skills, abilities and understandings important to the development of

wellbeing, for example:

Gaining the ability to understand our own emotions and using it to shape our own actions are competencies

that are not only essential for our mental and emotional health: they are meta-abilities that are highly linked

to school and career success (Goleman, cited in Weare 2000, p. 69).

The DECS Learner Wellbeing Framework for birth to year 12, as illustrated, shows the dimensions of wellbeing

within a care or education setting. An inquiry-minded approach links care and education practices to the

wellbeing of learners. This approach enables sites to improve their practices to enhance learner wellbeing.

Figure 1: DECS Learner Wellbeing Framework for birth to year 12

Wellbeing can be characterised in the following ways:

• Wellbeing is dynamic and changeable.

• Wellbeing may be enacted differently in different cultures.

• Wellbeing is about feeling well and functioning well.



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Wellbeing is…a holistic

subjective state which is present

when a range of feelings, among

them energy, confidence, openness,

enjoyment, happiness, calm, and

caring, are combined and balanced.

(Stewart-Brown in Roberts2005, p. 6)

How do weincrease children’s

level of involvement orengagement in the curriculum

to increase their emotionalwellbeing?

Newland Park

Kindergarten

Wellbeing…is used

loosely to imply a

generalised state of feeling

valued, socially, emotionally,

intellectually and, eventually,

economically.

(Gammage 2004, p. 2)

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Child wellbeing

is more than the

absence of problems.

(Pollard & Davidson 2001, p. 13)

Wellbeing provided us with a clearer focus

and an ‘umbrellaproject’ that drew

in all of the differentprograms in a

coordinated andarticulate way…

providing a paradigmfor other initiatives.

Burra Community School



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Dimensions of wellbeingIn this framework there are five dimensions to wellbeing that overlap and interconnect with each

other: cognitive, emotional, physical, social and spiritual. Collectively these dimensions provide

learners with resilience and confidence in their ability to influence their world. In their work on

the foundations of wellbeing for UNESCO, Pollard and Davidson (2001) expand on some of the

dimensions and their various aspects.

Figure 2: Dimensions of wellbeing

• Cognitive aspects include information processing, memory, curiosity, mastery, motivation, persistence,

thinking and intelligence.

• Emotional aspects are closely linked with social aspects and include emotional development and control,

coping, autonomy, positive self-development, trust and attachment.

• Physical aspects include nutrition, physical activity, physical safety, preventive health care, reproductive

health and substance abuse.

• Social aspects include parent-child relationships, sibling relationships, peer relationships, positive social

behaviour, empathy and sympathy.

• Spiritual aspects include beliefs, values, morals and ethics; a sense of meaning and purpose; altruism;

and a sense of connectedness to something larger than oneself.

Mental health is

another term for the social

and emotional aspects of

wellbeing—it refers to our

thoughts, feelings, behaviour

and relationships (Hunter Institute of Mental

Health 2006)


The Framework enabledus to look at our inquiryquestion while keeping

all dimensions ofwellbeing in view.

It served as a goodcheckpoint.

Nuriootpa Primary School

Influences on wellbeingAll children and students have the potential for high levels of wellbeing. The broader environmental context

contains a range of factors which influence wellbeing for each individual. These factors are either protective

or risk factors and the dynamic relationship between them means their impact will vary for each individual.

Educators have the greatest potential to positively influence the range of factors within care and education.

Figure 3: Influences on wellbeing



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Whatmethodologies and

literacy practices bestsupport learning achievementsfor humanitarian refugees from

different parts of Africa?

Woodville

High School

How doespedagogy influence

the wellbeing of children who are ESL and/or

Indigenous students frombirth–8 years?

Sturt Street Community

School

Care andeducationsettings

Protective factors Risk factors

Poor connection to the setting

Bullying

Peer rejection

Failure

Anti-social peer group

Ineffective behaviourmanagement

Positive relationships witheducators and peers

Feeling safe

Engaging curriculum

Feeling connected

Belonging

Positive climate

Pro-social peer group

Responsibility andrequired helpfulness

Opportunities for success

Recognition ofachievement

Sense of control of learning

Feeling competent

Meaningful pathwaysthrough and beyondschooling

Our parents, through our genes and our upbringing, influence

about 50% of the variation in happiness between people.

Our circumstances, which include our income, as well

as other external factors such as climate and where

we live, account for only 10%.

Our outlook and activities, like our friendships,

being involved in our community, sport and

hobbies, as well as our attitude to life, account

for the remaining 40%. This is where we have the

most opportunity to make a difference to wellbeing.

(Shah & Marks 2004, p. 2)

(Adapted from National Crime

Prevention 1999, pp. 136 & 138)



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Examples of individual characteristics identified as risk factors include low birth weight, disability,

and low self esteem, but protective factors include attachment to family, and social and intellectual

competence. Risk factors associated with family include young maternal age, abuse, and lack of

warmth and affection, while protective factors are supportive, caring parents, responsibility for

chores or required helpfulness, and family harmony. Community risk factors include socio-economic

disadvantage, social or cultural discrimination, war or natural disasters, and population density and

housing conditions. Community protective factors include access to support services, a strong cultural

identity, and community norms against violence (National Crime Australia, 1999).

Domains of practiceThe dimensions of wellbeing need to be considered in the context of four domains within the site or service

as a whole. The learning environment, curriculum and pedagogy, partnerships, and policies and procedures

interact and are interdependent. What is learned through the curriculum will be practised in the learning

environment, supported by partnerships with family and other agencies, and made explicit in the policies

and practices of the site.

Figure 4: Domains of practice in care and education settings

When we develop a common understanding

of what an emotionally safe learning environment

is, will that lead to changes in pedagogy?

Kimba Area

School

What changes do we expect to

see from teaching about respect and

anti-bullying?

Allendale East

Area School

• Learning environment: the ethos/culture of a site or service and the aesthetics, infrastructure and

physical environment

• Curriculum and pedagogy: the twin processes of teaching and learning, which create involvement

and success

• Partnerships: the numerous relationships that need to exist to support learners and their learning within

and between sites, services, families, agencies and community members

• Policies and procedures: system and local statements and directions on significant issues that affect

learner wellbeing, such as how particular situations will be managed and which values are promoted.

It is most effective to take a whole of site or service approach. This approach acknowledges that everything

has the potential to influence wellbeing and, within any site, it is important that attention be paid to each of

the four domains.

The inquiry process has enabled sites

to develop their ownpathways, seek

answers or direction to their own questions,and tailor their work inthe field of wellbeing tomeet the needs of their

entire community.

Student inclusion and

wellbeing manager


Why inquire?Using a rigorous inquiry approach allows educators to reflect deeply on learner wellbeing as a component

of a continuous improvement cycle. This facilitates learning sites to develop strategies to respond to specific

local circumstances.

There are a variety of inquiry models to assist and facilitate:

• identification of an area of focus

• formulation of an initial inquiry question

• translation into an inquiry cycle

• refinement of the initial inquiry question if needed.

Each step requires dialogue and documentation leading to consensus.

A culture of inquiry allows site reflection, which both affirms existing good practice and highlights dimensions

and domains of practice that need improvement. To build a culture of inquiry, educators need to scrutinise

their practices and their impact on learner wellbeing. Inquiry can be messy and confronting, but can lead to

new learnings, insights and new questions: time spent by educators inquiring together, building on strengths,

being willing to take risks, being open to new ideas and change, also ensures improvements will be

significant and sustainable. This approach supports educator wellbeing.

Inquiry-minded improvement recognises that each site has specific issues relevant to their context.

It is a process of continuous improvement involving each educator’s commitment to:

• Reflect, by examining one’s work to challenge familiar ways of viewing issues

• Question, by gathering data, mapping current practice, making connections and

sorting out thinking

• Plan, by utilising data to make informed decisions and demonstrate change

• Act based on reflection, questioning and planning.

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What is inquiry?


>Inquiry is a process

of systematic, rigorous and

critical reflection about professional

practice, and the contexts in which

it occurs, in ways that question

taken-for-granted assumptions.

(Reid 2004, p. 4)

Inquiry…is a fancy

way of saying let’s study

what’s happening at our school

and make it a better, more

equitable, place.

(Bay Area Coalition for EquitableSchools, cited in DECS 2005c)

Inquiry is an active

search for understanding

which is facilitated by

carefully constructed

questions.

(Yorke-Barr et al 2001, p. 27)


The basic

[inquiry approach is to]

look, think, act [which] should

be read as a continually

recycling set of activities.

(Stringer 1999, pp. 18–19)

When we explicitly teach about

respect, will that lead togreater mutual respect

between staff and students?

Fregon Anangu

School

There are a number of models one can use in inquiry-minded improvement. The model used

by 2006 inquiry schools was the ‘structured inquiry model’, which provides a series of

stepped questions:


A number of other models can be found on the Learner Wellbeing website.

Figure 5: Inquiry-minded improvement

What is inquiry?

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Structured inquiry modelStep 1: Have we clarified our thinking about learner wellbeing?

Step 2: Site analysis: What are we doing well? Where can we improve?

What data do we have?

Step 3: What is our area of explicit focus for improvement?

Step 4: Using data, what is our initial reflection on our area of focus?

Step 5: What is our overarching inquiry question for our area of focus?

Step 6: Does our strategic action plan include monitoring and documentation?

Step 7: Is it time to reflect?

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Every time we focus on our practice, wechange things and

improve and this alwaysincreases the quality

(of relationships) for children.

Clare Valley Children’s Centre

When we changethe way in which we

interact with students in the classroom, will levels of engagement improve?

Mawson Lakes

Primary School

(Modified from DECS 2005c)

Research has indicated there are many connections between learning and wellbeing. The process of learning

is dependent upon the learner making complex neural connections. The ability to build these connections is

constrained in a state of prolonged or high anxiety or when subject to distracting outside influences. Within

safe, secure learning environments, where basic needs are met and, furthermore, wellbeing is addressed,

stress and anxiety lowers (Caine & Caine 1994; Goleman 1996).

Positive learning environments allow the connections to be made within learners’ brains and, consequently,

learning flows (Sylwester, cited in Weare 2000). Achieving mastery in an area of learning increases feelings

of wellbeing. There are also skills, abilities and understandings important to the development of wellbeing.

Collectively, these may be referred to as ‘capabilities for wellbeing’ and they can be learned and taught

explicitly. Directly related to the dimensions of wellbeing, these might include, for example, problem solving,

resilience, diet and exercise, effective communication skills and explicitly teaching altruism.

A state of relaxed alertness and a balance of low threat and high challenge are the ideal states for higher

order functioning and the optimal emotional climate for learning (Caine & Caine 1994).

Early experiences influence the development of these brain pathways, especially in the areas of memory,

learning and behaviour. There is ‘increasing evidence that the early period of child development affects

cognition, learning and behaviour in the later stages of life’ (Mustard, 2002, p.23). Further significant neural

development occurs in adolescence as a learner matures into adulthood.

Our society is continually changing and becoming increasingly complex. The challenge for educators is to

think and act responsively in their changing world. Learning needs to provide learners with skills and strategies

to cope with and respond to change; to have a say; and to develop agency that allows them to influence

their current and future world.

Positive relationships are paramount. Educators who are respectful, interested and caring build positive

relationships with learners and those associated with them. Partnerships are fostered through reciprocal

communication and sharing of information. These relationships create optimum conditions for wellbeing

and successful learning. In positive relationships, learners will interact with others; participate; ask

questions; seek help; take risks; and be reassured of their capabilities and worth. These interactions

are central to any new learning. Positive student to student relationships are also influential in

fostering wellbeing.

A whole of site approach to inquiry and improvement in education is the most effective.

Learning is scaffolded with consistent approaches and inclusive policies and practice. A common and

agreed approach will have the greatest educational influence on the future of a learner. At the same time

it also maximises conditions of security and safety. ‘It takes a village to raise a child.’ (African proverb)

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What are the implications for practice?


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Positive educator

to educator relationships are

the most influential factor for

improvement within education

and care settings.

(Hart et al 2006)


It was not until we putwellbeing into the corethat we were able tosee how it impacted on everything we do.

Mawson Lakes

Primary School

When we introducea variety of socially

inclusive strategies andprograms, will this empower our children and families to be more socially inclusive?

Poonindie Community

Kindergarten

A holistic approach to wellbeing ensures maximum benefit for individual learners. It assists educators

to map and inquire into the effectiveness of their practice across the domains and within the dimensions of

wellbeing for individuals, classes and a whole site. Some learners require additional support and others an

individualised strategy to address their wellbeing and learning needs. These needs may be short term or ongoing.

Additional support and tailored strategies build on the universal approaches that promote the wellbeing of all

learners in a site. Figure 6 illustrates a holistic approach to the promotion of learner wellbeing.

An educator’s wellbeing impacts on their ability to influence learner wellbeing. An educator’s wellbeing

is central to their own learning, and continuous learning is central to educator wellbeing. How an educator

deals with their own stress or high anxiety can impact on their ability to create safe, secure learning

environments for their learners.

Everything educators do has the potential to influence wellbeing.


Figure 6: A holistic approach to promote learner wellbeing

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Universal care and education services

Additional support

Tailoredintervention

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of learners requiring

additional support

Decre

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arne

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Learners requiring

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All learners


What are the links to South Australian Curriculum Standards

and Accountability (SACSA) Framework?Wellbeing is an integral aspect of curriculum and pedagogy. The processes used for curriculum delivery

have the ability to improve or hinder wellbeing. Constructivist learning is the optimum process for

promoting wellbeing. This process builds on and respects a learner’s prior knowledge, experiences,

interests, differences and culture. It encourages learner dialogue, questioning, initiative, creativity and

reflection. The learner makes choices in their learning and is an active participant, both in the learning

and in the assessment of their progress and achievement. This learning cycle model, whilst it takes

time, also assists learners to make learning connections and accept differing perspectives.

In particular, the Essential Learnings within the SACSA Framework outline capabilities crucial to

developing learner wellbeing:

• Futures: developing the flexibility to respond to change and have a say in one’s future

• Identity: developing a sense of self, and respect for other individuals and groups

• Interdependence: developing the ability to work in cross-cultural harmony with others for common good

• Thinking: developing the ability to question, appraise, make decisions, and to be innovative and creative

• Communication: developing the ability to communicate across a range of media.

Connections and coherenceThe Wellbeing Framework assists sites to draw together, connect, and make coherent a range of DECS

policies, programs and projects that equip learners to act for their own and others’ wellbeing. Some are

listed below and sites may add their own:

• health promotion

• being active

• mentoring/buddying/cross-age tutoring

• behaviour management

• learning and transition pathways

• individualised learning plans/learning styles

• child protection

• attendance

• student voice/community projects/citizenship

• beliefs and values

• drug strategies

• safe schools

•

•

•

•

•

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One of the mostpositive aspects of a

wellbeing inquiry is thatit acts as a catalyst for so many otherquestions…about

resilience, connected-ness, mentoring,

induction of staff andstudents, self-esteem,

problem-solving…

Tintinara Area School

How does ourfocus on wellbeing

contribute to an effectiveplay-based curriculum?

Murray Bridge South

Kindergarten

What are thepreferred learning styles

of our present year 8 students? What methodologiesand learning experiences are

engaging students at present?

Waikerie

High School

Evaluation is an element throughout the inquiry process. As the word suggests, evaluate means

placing a value, a standard or making a judgement of worth on information gathered (Smith &

Lovat 1990). Effective site-based evaluation will demonstrate the improvement or the ‘distance

travelled’ in a rigorous inquiry into learner wellbeing. It allows a site to collect evidence, reflect on

changes achieved and to be accountable to their community. Key components of change include

improvement in outcomes for learners, educator practice, and site policy and practice.

Evaluation can incorporate existing, site adapted, and/or site developed material and tools such as:

• audits • questionnaires • dialogues

• mapping • video records • reports

• rubrics • photographic records • vignettes

• data collection • observations • and more

• socio-grams • learning stories

• surveys • professional journals

Existing data collection tools include the following:

• social and emotional wellbeing surveys

• audits of site practices

• levels of involvement indicators, for example, from Ferre Laevers

• annual report surveys, for example, in the DECS Improvement and Accountability

Framework (DIAF)

• behaviour and attendance data, for example, from EDSAS and Dux Assists

• achievement software, for example, in SACSA.

Using both qualitative and quantitative forms of data will deepen an inquiry. Data collection needs

to respond to the local context: it is most useful and relevant when developed inside the inquiry

process. It can be used to inform and document significant learning in the inquiry journey. Dialogue

about developing evaluation processes, the information a site decides to collect and what it implies

can be as important as the actual data collected.

Examples of reflective questions to deepen the dialogue are:

• What is the most effective way to gain the information we need for our inquiry?

• What is actually happening here?

• What are we doing well?

• Are all voices being heard: leaders, educators, learners, parents and other partners?

• Who is being advantaged and/or disadvantaged?

• What is the evaluation telling us?

• How do we build sustainability into our change practice?

In conclusion we will know we have made a difference when our indicators and evidence show:

• Learners are engaged in learning and their wellbeing is optimised.

• Educators are professionally excited and engaged in their work together.

• Community partnerships are strongly interconnected.

• Curriculum and pedagogy, policy and practice are congruent and coherent.

• Wellbeing initiatives and changes are ongoing and sustainable.


How do we know we are making a difference?

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By bringing to life our values, will itimprove our staff andstudent relationships?

McDonald Park

School

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ISBN 9781921233043 • 1 921233 04 4 > R4929/2

Wellbeing is the combined physical, social,emotional, cognitive and spiritual state of being.Positive wellbeing includes being optimisticand engaging with life. It means having a senseof purpose, self-acceptance and positiverelationships.

The DECS Learner Wellbeing Framework forbirth to year 12 has been constructed inresponse to and with the input of stakeholdersacross all levels of DECS. It is both theoreticallysound and grounded in practice. Through aninquiry-minded approach, the DECS LearnerWellbeing Framework for birth to year 12 willassist sites in laying the foundations for ongoingsustainable improvements in learner wellbeing,both now and in the future.

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